introduction

The importance of academic emotions in student development was emphasized, and it was pointed out that teacher classroom evaluation language has a significant impact on students' academic emotions. Black u0026 William's (2010) literature analysis shows that real-time evaluation can enhance students' learning motivation and interest. Zhu Lin and Dong Yan (2012) believe that academic evaluation is a key factor affecting academic emotions. However, there are problems with the evaluation language in primary school English classrooms, such as neglecting students' emotional needs. This article aims to explore the correlation between primary school English teachers' classroom evaluation language and students' academic emotions through a questionnaire survey, in order to enhance students' self-efficacy and positive academic emotions in English learning.

Definition of Concept

The concept and classification of classroom evaluation language are defined in detail, including verbal and nonverbal evaluation language, and their roles in stimulating students' interest and participation in learning are explained. Speech evaluation language is divided into knowledge-based, competence based, and affective attitude based, which respectively evaluate students' knowledge learning, English proficiency, and learning attitude. Non verbal evaluation language mainly focuses on body language, such as nodding and smiling, which has a positive impact on improving teaching efficiency. At the same time, the chapter also explores the definition, classification, and measurement methods of academic emotions, introduces Pekrun's control value theory, and emphasizes the influence of teacher evaluation language on students' academic emotions. The academic emotion questionnaire developed by Wang Yan for Chinese elementary school students was used to assess their self English academic emotions.

research design

Introduced the research design, including the research object, problem, tools, data collection and analysis methods. The research subjects were students from grades three to six in two primary schools in W city, Z province. A total of 320 questionnaires were distributed, and 228 valid questionnaires were collected. The research question includes the correlation between primary school English teachers' verbal and nonverbal evaluation language and students' academic emotions. The research tools include the "Primary School English Teacher Classroom Instant Evaluation Questionnaire" and the "Primary School Student Academic Emotion Questionnaire", both of which use the Likert Five Scale and have good reliability and validity. The data collection was completed by English teachers, and after removing invalid questionnaires, Spearman correlation analysis was performed using SPSS 26.0.

Research Results and Discussion

Through Spearman correlation analysis, this study explores the relationship between verbal and nonverbal evaluative language in primary school English classrooms and primary school students' academic emotions. The results showed that knowledge-based, competence based, and affective attitude based evaluation language were positively correlated with positive academic emotions and negatively correlated with negative academic emotions, with affective attitude based evaluation language having the greatest impact. Non verbal evaluation language such as facial expressions, gestures, and body movements are also positively correlated with positive academic emotions, which helps cultivate positive emotions in primary school students. The research results support the importance of teachers' emotional attention to students' interest in foreign language learning, and emphasize the necessity for teachers to pay attention to students' emotional attitudes and behavioral performance in classroom evaluation.

conclusions and recommendations

This chapter concludes through a questionnaire survey that there is a significant correlation between primary school English teachers' classroom evaluation language and students' academic emotions, with emotional attitude evaluation language having the greatest impact. It is recommended that teachers pay attention to the emotional interaction between teachers and students, strengthen positive academic emotions, and improve students' academic achievements; Enrich evaluation types, reduce negative academic emotions, and help students experience success. Teachers should avoid vague and ineffective evaluations, specifically evaluate students' knowledge and abilities, use body language to stimulate enthusiasm, avoid negative body language, and skillfully use evaluations to help students discover learning deficiencies.

conclusion

Verbal and nonverbal evaluative language have a significant impact on students' learning emotions and language acquisition in primary school English teaching; Teachers should use a combination of verbal and nonverbal evaluation language to stimulate students' interest and confidence in learning, and enhance academic achievement.